As technology becomes increasingly integrated into foreign language education, Digital Game-Based Language Learning (DGBLL) has emerged as an innovative approach to enhance learner engagement and improve language acquisition. This study examines Bahasa Indonesia bagi Penutur Asing (BIPA) or Indonesian Language for Foreign Learners (ILFL) teachers' attitudes, perceived benefits, and challenges in integrating DGBLL into BIPA[1] teaching. While much of the existing research focuses on learners, only a limited number of studies examine teachers' perspectives on implementing DGBLL in language classrooms. This study collected data through semi-structured interviews with nine experienced BIPA teachers working in universities, language centers, and independent teaching environments. The data were then analyzed using thematic analysis. The findings reveal that BIPA teachers generally hold positive attitudes towards DGBLL, acknowledging its potential to enhance learner motivation, engagement, and vocabulary acquisition. Teachers also emphasize the benefits of DGBLL in facilitating personalized and adaptive learning as well as improving teaching efficiency and assessment practices. However, several challenges hinder the full implementation of DGBLL, including technological limitations, the need for pedagogical alignment, gaps in digital literacy, and insufficient institutional support. These findings highlight the need for targeted teacher training programs, better technological infrastructure, and the development of culturally relevant digital games to integrate DGBLL into BIPA teaching effectively. This study contributes to the expanding body of research on DGBLL by providing a region-specific perspective on its implementation in Indonesian language as a foreign language education.